Disproportionality Through a Cultural Lens. Sherry DiMarco, LCSW Social Worker/At-Risk Specialist

Transcription

1 Disproportionality Through a Cultural Lens Sherry DiMarco, LCSW Social Worker/At-Risk Specialist

2 No one should make the claim of being educated until he or she has learned to live in harmony with people who are different. - A. H. Wilson

3 Disproportionate Representation refers to both over-representation and under-representation of specific racial/ethnic groups of students in special education and related services.

4 Identification of students with particular impairments. Instructional settings: ensuring that the least restrictive setting for students with disabilities. Centering on the number of students with disabilities versus the number of general education students being disciplined. Special Education Disciplinary Action

5 cul ture noun \ˈkəl-chər\ : the beliefs, customs, arts, etc., of a particular society, group, place, or time : a particular society that has its own beliefs, ways of life, art, etc. : a way of thinking, behaving, or working that exists in a place or organization : integrated pattern of human knowledge, belief, and behavior that is both a result of and integral to the human capacity for learning and transmitting knowledge to succeeding generations.

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11 Individualism Nuclear Family Structure Relationships - Hierarchical Competition Mastery over Nature Future Time Orientation Religion Fragmented Scientific Model Communication Verbal Collectivism, Unity Extended Family Structure Relationships Collateral Interdependence Harmony with Nature Present Time Orientation Spirituality Intuitive Sense of Knowing Communication Nonverbal Western Cultural Orientation Non-Western Cultural Orientation

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13 A dimensions of personal identity include those characteristics over which we have little or no control. B dimensions of personal identity, on the other hand, refer to those characteristics over which we can usually exert some influence. C dimensions refer to those events that have occurred during a particular historical moment.

14 Where are you from? Did you grow up poor, working-, middle-, or upper- class? What is your religious affiliation? For how many generations has your family been in this country? What is your ethnic origin? What is your marital status? How much formal education do your parents have? How many children do you have?

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17 There are six points along the cultural proficiency continuum that indicate unique ways of perceiving and responding to differences.

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19 Using one s power to eliminate the culture of another.

20 Believing in the superiority of one s own culture and behaving in ways that disempower another s culture. Examples Disproportionate allocation of resources to certain groups Lowered expectations Expecting others to change: My way or the highway. Another generation to never leave the trailer park. His mom admitted she was special education when she went to school. We can t expect him to do well. The apple doesn t fall far from the tree. Lack of equal representation of staff/administrators that reflect the diversity of the district.

21 Acting as if cultural differences do not matter or as if there are not differences among/between cultures.

22 Recognizing the limitations of one s skills or an organization's practices when interacting with other cultural groups.

23 Interacting with others using the five essential elements of cultural proficiency as the standard for behavior and practice.

24 Esteem culture; knowing how to learn about organizational culture; interacting effectively in a variety of cultural groups.

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26 Six basic foundational principles undergird any set of strategies designed to enhance teacher and student cultural proficiency. These principles consist of the following: 1. Valuing diversity 2. Engaging in cultural self-assessments 3. Understanding the dynamics of difference 4. Developing cultural knowledge 5. Adapting to culture, especially to its deep structural aspects 6. Establishing cultural reciprocity

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28 The essential elements of cultural proficiency provide the standards for individual behavior and organizational practices. Name the differences: Claim the differences: Reframe the differences: Train about differences: Change for differences: Assess Culture Value Diversity Manage the Dynamics of Difference Adapt to Diversity Institutionalize Cultural Knowledge Developed by the ETMA Network, AIMMS & MSDE 2 8

29 Cultural Awareness Developing sensitivity and understanding of another ethnic group. Awareness and sensitivity also refer to the qualities of openness and flexibility that people develop in relation to others. Cultural Knowledge Familiarization with selected cultural characteristics, histories, values, belief systems, and behaviors of members of another cultural group. Cultural Proficiency Developing behaviors, attitudes, practices, and policies that reflect the integration and transformation of cultural knowledge, skills, and awareness about individuals and groups of people into standards, policies, practices to increase the quality of interactions and outcomes. Developed by the ETMA Network, AIMMS & MSDE 2 9

30 Educators and related service personnel who are culturally proficient: learn as much as they can about a student s or family s culture, while recognizing the influence of their own background on their responses to cultural differences include neighborhood and community outreach efforts and involve community cultural leaders if possible

31 work within each student s family structure, which may include grandparents, other relatives and friends recognize, accept, and when appropriate, incorporate the role of community volunteers understand the different expectations people may have about the way services are offered (for example, a period of social conversation may be necessary before each contact with a person; or access to a family may be gained only through an elder) adhere to traditions relating to gender and age that may play a part in certain cultures.

32 Skill competency focuses on specific strategies that educators can apply in order to work more effectively with students from culturally distinct groups.

33 1. Identify the cultural values that are embedded in your interpretation of a student s difficulties or in the recommendation for service; 2. Find out whether the family being served recognizes and values these assumptions and, if not, how their view differs from yours; 3. Acknowledge and give explicit respect to any cultural differences identified, and fully explain the cultural basis of your assumptions; and 4. Develop effective strategies that integrate professional interpretations and the family s value system.

34 Incorporating patterns of interaction that are familiar to students and that draw on their cultural cues, social experiences, upbringing, and rules.

35 Members of an indigenous culture who can provide considerable insight into aspects of the culture that may be unfamiliar to outsiders. Seeing students holistically is a cultural competence that recognizes the rich cultural backgrounds that students possess. Seeing students as individuals first and then as members of culturally distinct groups whose backgrounds are used as resources in the classroom is important.

36 1. Content a curriculum that projects only one cultural experience 2. Delivery instruction that emphasizes lower-order thinking skills (memorization, learning by rote, recitation of the one right answer). 3. Expectations preconceptions based on stereotypical views 4. Assessment evaluation of progress or achievement that is compliance oriented 5. Resources culturally inadequate resources that continue and maintain inappropriate policies and practices 6. Outside involvement biased parent and community involvement that caters to the most influential parents and community members

37 Relationships Build Trust Communication Build Connections Efficacy Build Capacity

38 1. A culture includes all staff members and every family People are more important than programs Relationships precede reform The outcome is student success academic

39 Take it to the streets Understand the traffic flow Different venues Go to the work place Go to places of worship Go to community centers Home visits Build relationships and BUILD TRUST

40 Take it to the community Religious groups Civic organizations (Toastmasters, Lions, Rotary, Chamber of Commerce, medical associations, etc. There is usually a list in the local newspaper with contact info) School booster clubs Local businesses, try to create a win-win Create partnerships

41 2. A culture builds and maintains effective communication What types of communication do you use? What types of communication seem to be most effective? Have you surveyed the parents/families about preferred types of communication? When do you initiate communication?

42 Provide notifications in a timely manner, in a uniform format, and in a language parents can understand Leverage technology , text, FaceTime and Skype Correct telephone, , and website Names of principal, ass t principal, counselor, teacher(s). AND receptionist, nurse, head of food service, head of transportation BUILD CONNECTIONS

43 3. A culture empowers every family Every family invited to the party Especially families of students with greatest need BUILD CAPACITY

44 1. Respect the uniqueness of each family system. 2. Develop a personalized relationship with families. 3. Communicate in culturally appropriate ways. 4. Recruit staff who view diversity as an asset. 5. Create alliances with cultural guides. 6. Evaluate process and outcomes.

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46 Differentiated, Culturally Responsive Teaching Team Decision Making Response to Intervention Positive Behavior Supports Family and School Partnerships Culturally Responsive Assessment Early Intervention Restorative Practices

47 Teachers can differentiate: The content The assessment tools The performance tasks The instructional strategies

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55 Sherry DiMarco, LCSW Social Worker/At-Risk Specialist Academic Services 5701 Springdale Road Austin, Texas Fax: